title: Improving spatial abilities through mindfulness: effects on the mental rotation task.
abstract: In this study, we demonstrate a previously unknown finding that mindful learning can improve an individual's spatial cognition without regard to gender differences. Thirty-two volunteers participated in the experiment. Baselines for spatial ability were first measured for the reaction time on the mental rotation task. Next, the participants were randomly assigned to either a mindful or mindless learning condition. After learning, the mental rotation task showed that those in the mindful learning condition responded faster than those in the mindless learning condition. This study provides promising evidence for applying mindful learning to education.
authors.affiliation: Department of Psychology, School of Social and Behavioral Sciences, Nanjing University, Nanjing 210093, China. gengliuna@nju.edu.cn
authors.forename: Liuna
authors.initials: L
authors.lastname: Geng
authors.forename: Lei
authors.initials: L
authors.lastname: Zhang
authors.forename: Diheng
authors.initials: D
authors.lastname: Zhang
mesh_terms: D005260:Female; D006801:Humans; D007092:Imagination; D007858:Learning; D008297:Male; D019122:Meditation; D011930:Reaction Time; D012399:Rotation; D012737:Sex Factors; D013028:Space Perception